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Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Curriculum, Spirituality, and Human Rights towards a Just Public Education examines the integration of spirituality—not religion—into U.S. public education and curriculum. The volume challenges celebratory ‘curricularized’ forms of human rights and frames spirituality as a counter-hegemonic human right. Drawing on autobiography as inquiry, Rogério Venturini unpacks his spiritual struggles—‘from within’—and experiences as a progressive spiritual person and educator. The volume examines the subjectivity and objectivity of spirituality, exploring the lethal social impact triggered by the absence of spirituality at the table of the so-called curriculum conversations.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
Curriculum, Spirituality, and Human Rights towards a Just Public Education examines the integration of spirituality—not religion—into U.S. public education and curriculum. The volume challenges celebratory ‘curricularized’ forms of human rights and frames spirituality as a counter-hegemonic human right. Drawing on autobiography as inquiry, Rogério Venturini unpacks his spiritual struggles—‘from within’—and experiences as a progressive spiritual person and educator. The volume examines the subjectivity and objectivity of spirituality, exploring the lethal social impact triggered by the absence of spirituality at the table of the so-called curriculum conversations.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
This volume places the struggle for spirituality in our field as a political struggle, one that recognizes and respects the ‘authenticity’ of the complexity of human beings in their socially constructed graded temporality. In doing so, the text challenges the epistimicidal nature of such conversations, arguing the need to recognize the importance of spirituality as an unavoidable human being’s inner dynamic. Venturini draws on critical, anti-colonial, and decolonial frameworks and argues for an epistemological move towards an itinerant curriculum theory, one that responds to the world’s endless epistemological diversity and difference by assuming a non-derivative non-abyssal approach.
Critical, Competent, and Responsible Agents
How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?
Critical, Competent, and Responsible Agents
How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?
Partnerships and collaboration are two ideas that have transformed teacher education and enhanced teacher professional learning, enquiry and research. Increasingly, the changing context in which teachers work requires them to continually update and enhance their knowledge and skills, and to engage in different forms of professional development in order to understand the needs of their pupils and the communities they come from. This underlines the need for stronger partnerships to connect teachers with each other, with teacher education providers, with local communities, with local government, and with business and National Government Organizations (NGOs). Educational partnerships as a concept recognises the new ecology of digital interconnectivity, the need for stronger collaboration at all levels, and a new collective responsibility for education. Partnerships in the form of transnational education, public-private collaborations, interactions between formal and informal educational organisations, collaborations between tertiary organisations and industry/the service sector and amongst schools and between schools and their communities have emerged as strong policy and practice drivers. This series aims to span this broad understanding of partnership and make a contribution to both theory and practice.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
It has been recognised since Adam Smith and Karl Marx’s pioneering work that the best way to understand any economy is to study the most advanced practices of production. For some time, the most innovative economic vanguard has been referred to globally as the knowledge economy – a term that now also encompasses developments in the field of Artificial Intelligence (AI). Originally, a consensus formed among policymakers that the knowledge economy is a global reality to which all individuals and societies must adjust, and that lifelong learning is the optimal strategy to secure such an adjustment. Currently, this consensus is leading to scare stories about the ‘end of work’ and lifelong learning being repositioned as the strategy to assist people to live ‘creative’ lives.
The aim of The Knowledge Economy and Education book series is therefore to provide a focus for writers and readers interested in exploring the relationship between changes in the knowledge economy and learning practices, or an aspect of that relationship: for example, vocational, professional and workplace learning theorised critically.
The series seeks authors who are keen to question, conceptually and empirically, the hidden nature of the knowledge economy as well as the causal link that policymakers globally assume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts of, production of, and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, technology (including AI), learning, and possible alternative visions of what a knowledge economy/knowledge society might look like; and (iii) the contribution education, communities, and workplaces could make to realising those visions.
The series is particularly aimed at researchers, policymakers, practitioners and students since it hopes to stimulate debate amongst this diverse audience by publishing books that (i) articulate alternative visions of the relation between education and the knowledge economy, (ii) offer new insights into the extent, modes, and effectiveness of the forms of knowledge and learning (including the development of AI) that people in the developed and developing world will need to respond to, and (iii) suggest how changes in both work conditions, curriculum and pedagogy can spur fresh thinking about the relation between work and learning.
The aim of The Knowledge Economy and Education book series is therefore to provide a focus for writers and readers interested in exploring the relationship between changes in the knowledge economy and learning practices, or an aspect of that relationship: for example, vocational, professional and workplace learning theorised critically.
The series seeks authors who are keen to question, conceptually and empirically, the hidden nature of the knowledge economy as well as the causal link that policymakers globally assume exists between education and the knowledge economy by raising: (i) epistemological issues as regards the concepts of, production of, and the relations between knowledge, the knowledge economy and education; (ii) sociological and political economic issues as regards the changing nature of work, technology (including AI), learning, and possible alternative visions of what a knowledge economy/knowledge society might look like; and (iii) the contribution education, communities, and workplaces could make to realising those visions.
The series is particularly aimed at researchers, policymakers, practitioners and students since it hopes to stimulate debate amongst this diverse audience by publishing books that (i) articulate alternative visions of the relation between education and the knowledge economy, (ii) offer new insights into the extent, modes, and effectiveness of the forms of knowledge and learning (including the development of AI) that people in the developed and developing world will need to respond to, and (iii) suggest how changes in both work conditions, curriculum and pedagogy can spur fresh thinking about the relation between work and learning.
The majority of South African principals believe that subject heads and Heads of Departments should be in charge of curriculum and teaching monitoring. Due to this impression, curricular management by principals does not support teaching and learning. According to the KZN department of education's study from 2015 on curriculum management and delivery plan, principals now spend more time on administrative responsibilities and learner discipline than on topics related to instructional leadership. This book emphasizes how major social and economic development in rural areas is necessary in order to achieve actual quality education. Until then, the educational options available in rural areas will restrict people's ability to live long, productive lives and to learn and experience freedom, dignity, and self-respect.
Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.
Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.
The majority of South African principals believe that subject heads and Heads of Departments should be in charge of curriculum and teaching monitoring. Due to this impression, curricular management by principals does not support teaching and learning. According to the KZN department of education's study from 2015 on curriculum management and delivery plan, principals now spend more time on administrative responsibilities and learner discipline than on topics related to instructional leadership. This book emphasizes how major social and economic development in rural areas is necessary in order to achieve actual quality education. Until then, the educational options available in rural areas will restrict people's ability to live long, productive lives and to learn and experience freedom, dignity, and self-respect.
Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.
Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe, Nokuthula Hierso Ndaba, Thandiwe Nonkululeko Ngema, Phiwokuhle Bongiwe Ngubane, Sindile Ngubane and Dumisani Nzima.
Bringing the Language Back, or Bringing It Forward?
This book deals with the tension between a strategy of language maintenance (protecting and reinforcing the language where it is still spoken by community members) and a strategy of language revitalization (opening up access to the language to all interested people and encouraging new domains of its use). The case study presented concerns a grammar school in Upper Lusatia, which hosts the coexistence of a community of Upper Sorbian-speakers and a group of German native speakers who are learning Upper Sorbian at school. The tensions between these two groups studying at the same school are presented in this book against the background of various language strategies, practices and ideologies. The conflict of interests between the “traditional” community which perceives itself as the “guardians” of the minority language and its potential new speakers is played off on different levels by policy-makers and may be read through different levels of language policy and planning.
Bringing the Language Back, or Bringing It Forward?
This book deals with the tension between a strategy of language maintenance (protecting and reinforcing the language where it is still spoken by community members) and a strategy of language revitalization (opening up access to the language to all interested people and encouraging new domains of its use). The case study presented concerns a grammar school in Upper Lusatia, which hosts the coexistence of a community of Upper Sorbian-speakers and a group of German native speakers who are learning Upper Sorbian at school. The tensions between these two groups studying at the same school are presented in this book against the background of various language strategies, practices and ideologies. The conflict of interests between the “traditional” community which perceives itself as the “guardians” of the minority language and its potential new speakers is played off on different levels by policy-makers and may be read through different levels of language policy and planning.
This book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia.
This book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia.
Imagining the Future
Volume Editor:
In this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Imagining the Future
Volume Editor:
In this book, 31 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, eMaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yüksel Dede, Kirsten Ellis, Zara Ersozlu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Konstantinos Lavidas, Huk-Yuen Law, Sandra McKechnie, Patricia McLaughlin, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Democratic Forums or Exclusive Clubs?
School Councils across Europe explores how uneven access to the democratic learning opportunity of being a representative on a school council may be both reflecting and perpetuating political inequalities found in societies across Europe. Kempner and Janmaat present a new analysis of data from a major international survey on citizenship education to reveal the country, school and personal characteristics that determine access to school councils. The results reveal worrying inequalities based on the socio-demographic characteristics of pupils. The findings in this book will therefore be of interest to those concerned with the link between education and social justice.
Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.
Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.
Democratic Forums or Exclusive Clubs?
School Councils across Europe explores how uneven access to the democratic learning opportunity of being a representative on a school council may be both reflecting and perpetuating political inequalities found in societies across Europe. Kempner and Janmaat present a new analysis of data from a major international survey on citizenship education to reveal the country, school and personal characteristics that determine access to school councils. The results reveal worrying inequalities based on the socio-demographic characteristics of pupils. The findings in this book will therefore be of interest to those concerned with the link between education and social justice.
Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.
Youth political engagement is high on the agenda of governments across Europe in the face of a perceived decline in political participation amongst young people. This book engages with this issue by exploring the role of education systems in building a fair and democratic society. School councils offer a democratic decision-making forum for students at school and they may increase the future participation levels of these young people. Yet this potential comes with the risk of widening political inequalities if access is distributed unevenly.